Interaction Effect of Gender, Across School-Type on Upper-Secondary Students’ Development of Experimental Reasoning on Organic Qualitative Analysis

Adu-Gyamfi, Kenneth; Anim-Eduful, Benjamin

doi:10.33225/jbse/22.21.351

Cited by 3 publications

(9 citation statements)

References 21 publications

(16 reference statements)

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“…This study has also revealed that, difficult and abstract nature of concepts affect how that concept is been taught by teachers and learned by students. This is due to that fact that, organic qualitative analysis has been found difficult to teachers (Anim-Eduful & Adu-Gyamfi, 2021) and also to students (Adu-Gyamfi, & Anim-Eduful, 2022). Furthermore, this study has revealed that teaching and learning chemistry concepts such as organic qualitative analysis should be practical oriented.…”

Section: Discussionmentioning

confidence: 87%

Factors Influencing High School Chemistry Teachers’ and Students’ Teaching and Learning of Organic Qualitative Analysis: A Qualitative Study

Anim-Eduful

Adu-Gyamfi

2022

EJES

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Identification and characterisation of the structures of unknown substances are important parts of learning organic chemistry. This paper reports on a study that investigated factors that influence the teaching and learning of organic qualitative analysis in organic chemistry. In all, three teachers and nine students from three different categories of schools participated in the study. Interview guides and an observation checklist were developed and used to obtain qualitative data. The qualitative data gathered from the interview were transcribed by reducing them to patterns and themes and analysed thematically. The study revealed, among others, that teaching and learning resources, practical-based instruction and the nature of the chemistry curriculum were the factors that impede chemistry teachers’ and students’ teaching and learning of organic qualitative analysis in organic chemistry. Article visualizations:<img src="/-counters-/edu_01/0945/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 87%

Factors Influencing High School Chemistry Teachers’ and Students’ Teaching and Learning of Organic Qualitative Analysis: A Qualitative Study

Anim-Eduful

Adu-Gyamfi

2022

EJES

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“…OQA is a concept in organic chemistry that helps students understand the fundamental concepts of the structure and reactivity of organic compounds (Adu-Gyamfi & Anim-Eduful, 2022). Learning of chemical properties and reactions of organic compounds is abstract, difficult, and complicated (Vishnoi, 2009) for students to learn.…”

Section: Introductionmentioning

confidence: 99%

“…Researchers have revealed that students have difficulties in many of these concepts in organic chemistry. For instance, concepts of nomenclature of organic compounds using IUPAC system by (Adu-Gyamfi et al, 2013, organic reactions and mechanisms (Bhattacharyya & Bodner 2005;Ferguson & Bodner, 2008;Graulich, 2015;Tang et al, 2010;Wasacz, 2010) functional groups detection (Adu-Gyamfi & Anim-Eduful, 2022;Anim-Eduful & Adu-Gyamfi, 2021, 2022b. For example, we reported in our study (Anim-Eduful & Adu-Gyamfi 2022b) that senior high school (SHS) chemistry students demonstrated conceptual difficulties at a level of no scientific understanding in the detection of organic functional groups such as hydrocarbons (such as alkenes, alkynes, and benzene), alkanols, alkanoic (carboxylic) acids, alkylalkanoates (esters), alkanals (aldehydes), alkenones (ketones) and amides using a two-tier diagnostic test.…”

Section: Introductionmentioning

confidence: 99%

“…Students' deep knowledge of chemical analysis in functional group detection enhances their conceptual understanding of and help improve their scientific reasoning in other chemistry concepts (MOE, 2010). However, notwithstanding the importance of chemical analysis to students, empirical studies (Adu-Gyamfi & Anim-Eduful, 2022;Anim-Eduful & Adu-Gyamfi, 2022a, 2022b have reported students' difficulties in learning OQA concepts.…”

Section: Introductionmentioning

confidence: 99%

“…Many studies have revealed students' difficulties in organic chemistry concepts (Adu-Gyamfi & Asaki, 2022, 2023Adu-Gyamfi et al, 2013Bhattacharyya & Bodner, 2005;Childs & Sheehan, 2009;Ferguson & Bodner, 2008;Graulich, 2015;Wasacz, 2010). However, very few focused on OQA concept (Adu-Gyamfi & Anim-Eduful, 2022;Anim-Eduful & Adu-Gyamfi, 2021, 2022a, 2022b in organic chemistry. An examination of literature on students' difficulties in learning OQA have shown that all these studies mainly focused on investigating students' level of understanding and their conceptual difficulties (that is, their factual difficulties and their alternative conceptions) in OQA.…”

Section: Introductionmentioning

confidence: 99%

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Nature of senior high school chemistry students’ alternative conceptions in organic qualitative analysis

Anim-Eduful,

Adu-Gyamfi

2023

AQUADEMIA

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Chemical analysis is one of the important areas in learning chemistry as it inculcates in students the spirit of deductive reasoning enabling them to apply theoretical knowledge acquired in practical problems. Organic qualitative analysis (OQA) offers students the opportunity for identification of unknown organic chemicals in substances including toxic substances. Students’ alternative conceptions in OQA have been reported in the literature with the nature of the alternative conceptions yet to be investigated. Thus, this study investigated the nature of students’ alternative conceptions in OQA using a four-tier diagnostic test instrument. With the use of a cross-sectional survey design, 345 senior high chemistry students were randomly selected to participate in the study. The quantitative data collected were analyzed using descriptive statistics. The findings of the study revealed the nature of students’ alternative conceptions in OQA as significant and genuine. The study, therefore, recommended to chemistry teachers and educators to help not only diagnose students’ alternative conceptions but also explore the nature of their alternative conceptions as this helps in selecting more effective instructional teaching strategies that cause conceptual changes in students to help improve their conceptualization of abstract chemistry concepts.

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Chemistry students’ conceptual understanding of organic qualitative analysis

Anim-Eduful

Adu-Gyamfi

2022

PEDAGOGICAL RES

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Organic qualitative analysis is one of the challenging chemical concepts in students learning of chemistry. The West African Examinations Council chemistry chief examiners for years, have lamented on students' poor performance in organic qualitative analysis at the senior high school level. This study, therefore, investigated chemistry students' conceptual understanding of organic qualitative analysis. Convergent mixed methods procedure was used to collect both quantitative and qualitative data from 263 chemistry students. The 263 students were selected through multistage sampling technique to respond to organic qualitative analysis diagnostic test for students. Quantitative data was analyzed using percentages, means, and standard deviations to determine students' level of conceptual understanding on organic qualitative analysis. The results from the study showed that, students demonstrated no scientific understanding on organic qualitative analysis. The qualitative data was open-coded and constantly compared to establish students' conceptual difficulties on organic qualitative analysis. Students demonstrated conceptual difficulties were in the form of alternative conceptions and factual difficulties. It was, therefore, recommended that chemistry teachers should select and use appropriate conceptual change instruction approaches in their teaching to help students conceptualize organic qualitative analysis contents in organic chemistry.

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Interaction Effect of Gender, Across School-Type on Upper-Secondary Students’ Development of Experimental Reasoning on Organic Qualitative Analysis

Cited by 3 publications

References 21 publications

Factors Influencing High School Chemistry Teachers’ and Students’ Teaching and Learning of Organic Qualitative Analysis: A Qualitative Study

Factors Influencing High School Chemistry Teachers’ and Students’ Teaching and Learning of Organic Qualitative Analysis: A Qualitative Study

Nature of senior high school chemistry students’ alternative conceptions in organic qualitative analysis

Chemistry students’ conceptual understanding of organic qualitative analysis

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